Fisher, Michael
2011-04-22T18:14:46Z
2011-04-22T18:14:46Z
2011-03-13
http://hdl.handle.net/1794/11105
Goal: Expansion of an Arts Integrated High School program into Health and Sciences
en_US
High school
Science -- Study and teaching (Secondary)
Health education (Secondary)
Small schools
A New Health & Science Campus as part of an Arts Integrated High School
Plan or blueprint

M'Enesti, Milan
2013-10-25T19:43:49Z
2013-10-25T19:43:49Z
2012
http://hdl.handle.net/1794/13541
Single-page poster with references.
Goal: Promoting peer tutoring for elementary and secondary school students in order to improve learning and teaching and, also, to achieve personal adequacy.
en_US
rights_reserved
peer tutoring
role theory
Common Core State Standards (CCSS)
elementary school
middle school
high school
Peer Tutoring and Personal Adequacy in Elementary and Secondary Schools
Other

Edmondson, Scott
2010-01-26T12:02:57Z
2010-01-26T12:02:57Z
2009
http://hdl.handle.net/1794/10136
In terms of subgroups, our Latino students have the lowest attendance rate of all subgroups. On average, their attendance rate is 1.9% lower that the all student average. During the 2006/07 school year, the Latino student attendance rate was an all-time low of 88.2%. Although this subgroup does not make up a large percentage of our overall student enrollment (approximately 5%), it still is a concern. We would like for all subgroups to be at or above the 93% mark. The School Improvement Goal (SIP) that will be addressed in this project is as follows: ATTENDANCE FOR LATINO STUDENTS WILL RISE FROM 91.8%TO 93% BY THE END OF THE 2009/10 SCHOOL YEAR AS MEASURED ON THE 2009/10 SCHOOL REPORT CARD BY DATE GATHERED FROM eSIS.
en_US
Sky View Middle School (Bend, Or.)
Middle school education
Attendance
School attendance
Hispanic American students -- Oregon -- Bend
Latino students
Minority
Diversity
Under-represented
A Plan for Increasing Latino Student’s Attendance Rates at Sky View Middle School
Plan or blueprint

Lampert, Dee
2010-01-26T11:46:40Z
2010-01-26T11:46:40Z
2009
http://hdl.handle.net/1794/10130
The goal of this plan is to increase the total number of positive behavior slips received by all at-risk students to a ratio of at least 5:1: Five positive behavior slips to every one inappropriate behavior slip.
en_US
Elementary education
Education, Elementary
Positive behavior support
Positive behavioral supports
Positive Behavior Support
Plan or blueprint

Waddington, Karen
2011-04-22T18:26:00Z
2011-04-22T18:26:00Z
2011
http://hdl.handle.net/1794/11112
Goal: The purpose of implementing this Tutor-Mentor Program is to provide beginning tutors the resource of an experienced colleague to guide new tutors through their first and second term with students. The experienced tutor will provide their knowledge as well as examples of effective prior experiences to improve the overall effectiveness of all tutors in the building and therefore passing on the benefits to the students.
en_US
Universities and colleges
Tutors and tutoring
Career development
Professional Development: Implementing a Tutor Mentoring Program
Plan or blueprint

Havlin, Trish
2013-10-25T19:54:21Z
2013-10-25T19:54:21Z
2012
http://hdl.handle.net/1794/13557
Single-page poster.
Goal: Using the Writing Workshop model to implement professional development in CCSS.
en_US
rights_reserved
teacher professional development
Common Core State Standards (CCSS)
writing workshop
writing and literacy
district
Professional Development to Improve K-12 Writing
Other

Henry, Matt
2013-10-25T19:51:34Z
2013-10-25T19:51:34Z
2012
http://hdl.handle.net/1794/13551
Single-page poster.
To focus on the key components of the Race to the Top initiative criteria: Connect to researched based goal/outcomes and potential results for improved learning.
en_US
rights_reserved
Race to the Top
improvement of student learning
high school
The Race to the Top: Potential impact on student learning
Other

Day, Emi
2011-04-22T18:08:04Z
2011-04-22T18:08:04Z
2011
http://hdl.handle.net/1794/11104
Goal: Starting in 1st grade, children will learn the basics: principles of ecology, systems, networks, interdependence. By 3rd grade students will understand the issues and their roles in the system. Students feel empowered to make change and begin to clarify the needs of their specific building to achieve these important relationships. In 4th grade, the class will choose an issue and design a solution. By 5th grade the children are desiging experiments to test their hypotheses about the environment and the building. 6th graders spend time building the case/movement
for full implementation of a successful strategy school wide. By the time children reach middle school, they will have seen the long-term
process of change, and been a part of a multi-level effort. Middle and high schoolers could propose and test their own designs.
en_US
K-12
Environmental education
Green
Retrofitting Existing Schools for a Green Generation
Plan or blueprint

Cardiff, Candace
2011-04-22T18:06:09Z
2011-04-22T18:06:09Z
2011
http://hdl.handle.net/1794/11101
Goal: Research shows a relationship of student success through interventions that are based on formative data designed to give feedback to teachers, parents, school leaders, and students.
These systems of feedback are structured to provide coherence that allows intervention, assessments, and actuation to take place. School districts, teachers, and students can use quantitative and qualitative data to make changes in teaching
policies and learning outcomes
en_US
DDIS
Assessment
Data
Formative assessment
Summative assessment
K-12
School and Student Data-Driven Structured Assessment
Plan or blueprint

Williams, Marilyn
2010-01-17T21:14:33Z
2010-01-17T21:14:33Z
2009
http://hdl.handle.net/1794/10104
Middle School
To implement a school-wide literacy program, based on the Reading Next Project (2006), which identified 15 elements to be used in conjunction with one another as essential elements to create a culture of reading literacy.
en_US
Literacy planning
Literacy programs
Middle school
School-Wide Literacy Plan – Middle School
Plan or blueprint

Garber, Stefanie
2013-07-31T23:47:50Z
2013-07-31T23:47:50Z
2011
http://hdl.handle.net/1794/13043
1 page poster
By November 1, 2011 the staff of our Elementary will have selected a building-wide Handwriting Program & have established a year long action plan for implementation.
en_US
University of Oregon
All Rights Reserved.
Handwriting
Elementary school
Teacher Professional Development
Selection & Implementation of an Elementary Handwriting Program
Educational Plan

Kingery, Jamie
2010-01-17T21:21:30Z
2010-01-17T21:21:30Z
2009
http://hdl.handle.net/1794/10107
Elementary
At a school site following implementation of 6 Trait writing, teachers felt that students benefitted by the implemention but that there was also a need for supplemental materials and approaches to balance writing instruction.The results were a pedagogical shift in writing instruction to include Lucy Calkins Units of Study (Writer’s Workshop). This plan helps support the integration of these programs.
en_US
Writing
Curriculum planning
Writer's workshop
Six traits
Elementary
SIP Goal: Implementation of a School-Wide Writing Plan
Plan or blueprint

Gelman, Carmen
2014-02-21T23:28:38Z
2014-02-21T23:28:38Z
2012
http://hdl.handle.net/1794/13639
Goal: to improve writing from 57% - 85% in one year. Students must pass the OAKS test in order to graduate. This must be done across the curriculum rather than in isolation.
en_US
rights_reserved
writing across the curriculum
writing across the subjects
writing and literacy
assessment
collaboration
elementary school
middle school
high school
SIP Goal: Implementation of a School-Wide Writing Plan Across the Curriculum
Other

Boehme, Joshua
2010-01-26T12:06:32Z
2010-01-26T12:06:32Z
2009
http://hdl.handle.net/1794/10138
Almost all students enjoy recess, going outside, being with friends. Creating a safe environment for all students is a main focus at Jewell Elementary. Looking at our data, this is especially true during less structured times, like the playground. What our data shows is the playground continues to be the number one area of concern when it comes to dangerous, unsafe behaviors. How can we specifically address this concern area? In the research article by Timothy Lewis et al., it outlines two important prevention/early intervention strategies: 1) build prosocial skills; 2) build a continuum of supports from common universal strategies to highly individualized behavior support plans. The Committee for Children discusses simple steps to promoting safe behaviors at recess: 1) develop simple school-wide expectations for playground behaviors; 2) teach them clearly to all students. Thus the SIP Goal for this plan is: Reduce the number of major playground incidents (as measured by ESIS reports) by 50%.
en_US
Elementary education
Education, Elementary
Playground behavior
Recesses
School discipline
Discipline incidents
Referrals
Site Improvement Plan: Playground Behavior Intervention
Plan or blueprint

Simmons, Jeff
2010-01-26T12:08:15Z
2010-01-26T12:08:15Z
2009
http://hdl.handle.net/1794/10139
Peer-reviewed educational research has consistently demonstrated that a positive school climate is associated with academic achievement, effective risk prevention efforts and positive youth development. The goal of this plan to encourage all students as engaged and active learners who are self-aware, caring, respectful, connected to others, responsible decision makers, and academic achievers. Educators, students, families, and community members work together to support the healthy development of all students.
en_US
Education, Elementary
Elementary education
High school
Education, Secondary
Secondary education
Middle school education
Social and emotional development
SED
School and community
Community and school
Health
Families
Self-directed
Engagement
Safety
Social and Emotional Learning School Improvement Goal
Plan or blueprint

Kelley, Steve
2010-03-10T03:44:37Z
2010-03-10T03:44:37Z
2010-03-09
http://hdl.handle.net/1794/10254
The South Umpqua School District will create a comprehensive draft of essential outcomes for reading, writing and math for grades K – 12 by June 30, 2010.
The South Umpqua School District will create a comprehensive draft of essential outcomes for reading, writing and math for grades K – 12 by June 30, 2010.
en_US
South Umpqua School District
Elementary education
Education, Elementary -- Oregon -- Douglas County
Middle school education -- Oregon -- Douglas County
High school
Secondary education
Education, Secondary -- Oregon -- Douglas County
Productive change
Essential outcomes
Reading
Writing
Mathematics
Collaborative team
Professional learning communities
Goals
SMART goals
Formative assessment
South Umpqua School District: Where All Means All!
Plan or blueprint